This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives

Identify, explain, and recognize the consequences of the other mechanisms of evolution (genetic drift, gene flow, non-random mating, and mutation) in terms of fitness, adaptation, average phenotype, and genetic diversity

This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives

Know and use the terminology required to describe and interpret a phylogenetic tree.
Know the different types of data incorporated into phylogenetic trees and recognize how this data is used to construct phylogenetic trees
Interpret the relatedness of extant species based on phylogenetic trees

This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives

Know and recognize the five assumptions of the Hardy-Weinberg principle
Use the gene pool concept and the Hardy-Weinberg principle to determine whether a population is evolving at a locus of interest

This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives

Define and apply the biological, morphological, ecological, and phylogenetic species concepts.
Distinguish between sympatric and allopatric speciation.
Define, recognize, and understand the significance of reproductive isolating mechanisms in reducing gene flow between populations.
Distinguish between prezygotic and postzygotic barriers to reproduction.

This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives: Distinguish between strong and weak arguments or inferences., Outline the general scientific method., Identify the critical elements of strong inference as a way of knowing., Identify and describe the roles of basic elements of experimental design: dependent and independent variables, positive and negative controls.

This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives

Recall the common features of life on earth
List the conditions that cause populations of living organisms to evolve
Distinguish biological evolution of populations from changes to individual organisms over a lifetime.
Cite evidence that all life on earth has a common origin
Explain how a scientific “theory� differs from hypothesis or conjecture
Distinguish between homologous and analogous structures
Identify common misconceptions about evolution

This resource is included in GA Tech Biology course "Bio 1510" in module Evolution. Learning Objectives: Identify the common features of life on earth, Distinguish living organisms from non-living entities, Explain evolution as en emergent property of life, Name the 3 domains of life

General Biology is intended to leave the student with an integrated view of the living world including the nature of sciences, evolution of biological organization, composition and organization of living substances, metabolism, control, reproduction, heredity and ecological relationships. This class meets the A.A. degree lab science requirement in the State of Washington.Login: guest_oclPassword: ocl

The theory of evolution explains how the enormous variety of life could come into existence. How it is possible for primitive life forms to spawn the millions of different creatures, that exist today. Unfortunately, evolution is often misunderstood, because it's mechanisms seem counter intuitive. By using visualizations, infographics and appealing characters, the viewer is more likely to understand it the complex information. More than that, by presenting the information in an entertaining way, the information is more likely to sink in The video "How Evolution works" is a resource included in the Biology topic made available from the Kurzgesagt open educational resource series.

The video resource "Human Evolution: Crash Course Big History #6" is included in the "Big History" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.

This book was created as a means to provide an Open Educational Resource (OER) for University of Nebraska-Lincoln students enrolled in ANTH 110: Introduction to Anthropology. The book was inspired by the OERs Perspectives: An Open Introduction to Cultural Anthropology, 2nd edition, created by the Society for Anthropology in Community Colleges. Inspiration also comes from Dr. Michael Wesch and his OER text, The Art of Being Human: An Invitation to Anthropology. This book combines the authors’ respective specializations in forensic, archaeological, and cultural/medical anthropology, as well as uses examples from our research and lives. Funding for this work was provided by the Open Educational Resource Seed Grant from the Center for Transformative Teaching at the University of Nebraska-Lincoln.

Students are introduced to the concepts of evolution by natural selection and digital evolution software. They learn about the field of evolutionary computation, which applies the principles of natural selection to solve engineering design problems. They learn the similarities and differences between natural selection and the engineering design process.

This is the second in a series of majoręs biology classes covering the principles of biology. The course is an integrated study of basic concepts concerning animal biology emphasizing animal evolution, diversity, phylogeny and a comparative look at general principles of animal form and function. This course is a lab science class and students will be required to participate in weekly lab activities and document their lab work for successful course completion.

Biol & 213 is the third course of a year-long series of biology courses for Biology majors. The first third of the course surveys prokaryotes, protists, fungi, and plants, focusing on diversity, evolution, and life cycles from an evolutionary perspective. We will then describe plant anatomy, physiology, growth, responses to the environment, and reproduction, emphasizing flowering plants. We will finish with ecology, focusing on population, and community ecology and expanding outward to ecosystems and the introduction of biodiversity and conservation.

Based on their experience exploring the Mars rover Curiosity and learning about what engineers must go through to develop a vehicle like Curiosity, students create Android apps that can control LEGO MINDSTORMS(TM) NXT robots, simulating the difficulties the Curiosity rover could encounter. The activity goal is to teach students programming design and programming skills using MIT's App Inventor software as the vehicle for the learning. The (free to download) App Inventor program enables Android apps to be created using building blocks without having to actually know a programming language. At activity end, students are ready to apply what they learn to write other applications for Android devices.

Students explore the relationships between genetics, biodiversity, and evolution through a simple activity involving hypothetical wild mouse populations. First, students toss coins to determine what traits a set of mouse parents possesses, such as fur color, body size, heat tolerance, and running speed. Next they use coin tossing to determine the traits a mouse pup born to these parents possesses. These physical features are then compared to features that would be most adaptive in several different environmental conditions. Finally, students consider what would happen to the mouse offspring if those environmental conditions were to change: which mice would be most likely to survive and produce the next generation?

This textbook is designed specifically for Kansas State's Biology 198 Class. The course is taught using the studio approach and based on active learning. The studio manual contains all of the learning objectives for each class period and is the record of all student activities. Hence, this textbook is more of a reference tool while the studio manual is the learning tool.